Hiring new teachers and continuing their professional growth so that they remain in the profession and become effective teachers have been a challenge for decades. Research suggests that induction programs can achieve these outcomes if they are highly structured, include mentoring, focus on professional learning, and emphasize collaboration that…

The study group of five teachers who examined aspects of the Kentucky Beginning Teacher Internship program developed this guide for beginning teachers. Members of the group (3 resource teachers and 2 first-year teachers) surveyed a random sample of 234 interns to assess their opinions about the internship program and to aggregate advice they would…

Between 1986 and 1989, The Evergreen State College in Olympia, Washington, increased its proportion of faculty of color from 11 percent to 20 percent. This was accomplished by reorganizing the college's approach to faculty hiring and retention. Keys to hiring success involved institutional commitment, utilization of inside resources, being…

Many local education agencies, as well as independent school districts, are currently designing induction programs for beginning teachers. One feature of these induction programs is the appointment of a mentor or sponsor teacher. This review is designed to summarize existing literature from the teaching profession on the mentoring relationship in…

Using retired teachers as mentors for beginning teachers in New York City has made real differences in the lives of the new teachers, their mentors, the students, and the supervisors in approximately 100 schools. In these schools more than 100 mentors have worked with 500 teachers over a three-year period. The New York City Mentor/New Teacher…

Intended for mentor teachers who assist beginning teachers, this handbook includes a description of the mentoring process, including its definition, purpose, and application to professional development in education. Characteristics of good mentors, their relationships with their proteges, and typical activities associated with mentoring are…

Many beginning teachers leave the profession after only 2 years. In an effort to help beginning teachers succeed, the Beginning Teacher Assistance Program (BTAP) was created to combat unforseen difficulties. The main difficulties are environmental in nature: (1) difficult work assignments; (2) unclear expectations; (3) inadequate resources; (4)…

This report examines the literature on practices and programs seeking to improve students' transition from adult education to postsecondary education. Ultimately, the report seeks to provide practitioners with models for effective strategies in transitioning students to postsecondary education that can be implemented at community colleges…

This article reviews several research studies on the achievement of gifted females. Factors that appear to contribute to lower achievement in career and profession include lower aspirations, lack of mentors, pressure to put energy into family, and poor self-esteem. Stressed are the different timelines for achievement experienced by many females.…

This book explores the reasons that beginning teachers struggle and provides research-based plans for helping them make the most of their initial teaching years. It proposes Beginning Teacher Assistance Programs (BTAPs) as a practical strategy for success. BTAPs draw on the knowledge and expertise of teachers, principals, central office…

The purpose of this book is to help practitioners and policy makers understand how important it is to assist beginning teachers, and what it involves in terms of policy, procedures, pitfalls, personnel, price in time and money, and prospects. The book is divided into the following chapters: (1) "Beginning Teacher Assistance Programs: An…

This monograph reflects the perspective that programs for beginning teachers should include some broader goal of enhancing the status and image of the entire profession. This approach links goals and activities for beginning teachers with goals and activities for other individuals, organizations, and institutions. Chapter 1 discusses interactions…

Discusses findings of a survey of 18 women music educators. Reports the educators' career paths, reasons for job changes, and professional influences. Reveals their appraisals of the importance of mentoring and goal setting and their definitions of success. Argues that it is up to women music educators to nurture one another. (SG)

Recommendations for supporting new teachers include providing basic organizational information for the new teacher; facilitating effective communication among administrators and teachers, the new teacher, and other faculty and staff; and providing time for the new teacher and other adults working in the classroom to get acquainted, to clarify…

As all educators face the pressures of accountability, it has become more important to hire effective teachers skilled at fostering outstanding academic achievement. This book is designed to provide both school administrators and teachers with information and inspiration about what goes into being an effective teacher. Chapter 1 describes a…